PurposeThe purpose of the research reported in this paper was to examine the potential usefulness of animated learning materials for supporting students with dyslexia in a UK higher education setting.Design/methodology/approachAn experiment was conducted with a set of 13 undergraduate computing students with dyslexia and a control group of 13 non‐dyslexic undergraduate computing students.FindingsOverall it appeared that appropriate animated learning materials were perceived as being more useful than equivalent static learning materials by both the students with dyslexia and the control group of non‐dyslexic students. However, the control group appeared to find them more useful than the students with dyslexia.Research limitations/implicationsAlthough the experiment reported in this paper was small in scale it did appear to indicate that animated learning materials may potentially be useful for undergraduate students with (and without) dyslexia.Originality/valueThere appears to have been little research done in the area of animated learning materials in a higher education setting and in particular with regard to students with dyslexia.

PurposeThe purpose of this paper is to examine the type of adjustments to delivery appropriate for students with dyslexia in a UK higher education setting.Design/methodology/approachA case study in a UK university department was conducted over a four‐year period.FindingsIt was found that a variety of adjustments may be required for students with dyslexia in a UK higher education environment including adjustments to teaching delivery, assessment and pastoral care. In addition it is necessary to provide a managed transition from school/college/work to higher education.Research limitations/implicationsAlthough the case study reported here focusesd on only 22 students with dyslexia, the number of students entering UK higher education with dyslexia is likely to increase and institutions need to be aware of the adjustments that may potentially be required.Originality/valuePreviously few students with dyslexia had attended university in the UK. However, growing numbers of such students are now attending university, but thus far little, if any, research has been conducted regarding the adjustments that may need to be made for such students.

Purpose -The purpose of this paper is to examine the nature of the types of adjustments appropriate to university teaching practices for students with emotional and behavioural difficulties in the UK higher education (HE) sector. Design/methodology/approach -A case study in a UK university was undertaken over a two-year period. Findings -A variety of types of adjustments may be necessary for UK university students with emotional and behavioural difficulties including adjustments to pastoral care, teaching and assessment.Research limitations/implications -The case study focussed on only three students with emotional and behavioural difficulties. However, given that the number of students entering UK universities with such difficulties is increasing, the results of this research can hopefully inform the teaching of future students. Practical implications -This paper addresses what UK university teaching staff may need to do to support students with emotional and behavioural difficulties. Originality/value -Although research has been conducted into the teaching of individuals with emotional and behavioural difficulties in schools, little if any research has been undertaken regarding teaching such students at university level.